How do Teachers Teach Memory Skill?

Moely, Barbara E.; Hart, Silvia S.; Santulli, Kevin A.; Leal, Linda; Johnson, Terry; Rao, Nirmala; Burney, Libbi

doi:10.1207/s15326985ep2101&2_4

Cited by 12 publications

(7 citation statements)

References 33 publications

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“…Because characteristics of home environments are related to children’s cognitive development (Gottfried, 1984), it follows that cross-national differences in parenting and teaching styles should be directly linked to individual differences in children’s performances. Research has illustrated that metacognitive knowledge is enhanced in school settings by teachers who include information about how and why to use strategies as part of their regular instruction (Moely et al, 1986). Teachers show considerable variability in amount and type of strategy instruction, and some tailor their instructions to make strategies age-appropriate (Hart, Leal, Burney, & Santulli, 1985; Moely et al, 1986).…”

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confidence: 99%

“…Research has illustrated that metacognitive knowledge is enhanced in school settings by teachers who include information about how and why to use strategies as part of their regular instruction (Moely et al, 1986). Teachers show considerable variability in amount and type of strategy instruction, and some tailor their instructions to make strategies age-appropriate (Hart, Leal, Burney, & Santulli, 1985; Moely et al, 1986). Metacognitive skills are probably further developed in school settings because the demands of school curricula accentuate the value of being strategic and of using efficient executive skills such as monitoring (Brown, 1979).…”

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confidence: 99%

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Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development.

Carr¹,

Kurtz²,

Schneider³

et al. 1989

Developmental Psychology

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This study explored the differential effects of strategy training on German and American elementaryschool children and assessed the role of parents in the development of their children's strategic behavior and metacognition. 184 German and 161 American children were pretested on memory and metamemory tasks. Children were then assigned to either an organizational strategy training condition or a control condition. All children were tested on the maintenance and far-transfer of the strategy and task-related metamemory 1 week following training. Parents completed questionnaires about strategy instruction in the home. Strategy maintenance and metacognition were reassessed 6 months following training. German children were more strategic than American children. Instructed children performed better than control children. German parents reported more instruction of strategies in the home. These data suggest that formal education is responsible for aspects of cognitive development that have sometimes been viewed as a function of age.

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confidence: 99%

mentioning

confidence: 99%

Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development.

Carr¹,

Kurtz²,

Schneider³

et al. 1989

Developmental Psychology

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“…We also know that the experience of school is related to significant changes in memoiy Nutball development in children (cf. Moely, et al, 1986;Sharp, Cole, & Lave, 1979)-Comparisons between children of the same age who are attending first grade or attending kindergarten show significant improvement in performance on a variety of memory tasks (Morrison, Smith, & Dow-Ehrensberger, 1995;Smith, 1989;Varnhagen, Morrison, & Everall, 1994). However, we do not know how classroom activities have this effect on the development of students' memory processes.…”

Section: Related Research and Theorymentioning

confidence: 99%

“…There is evidence that teachers do talk occasionally to their students about the use of mnemonic strategies. There is also evidence that students in the classes of teachers who talk about mnemonic strategies do better on experimental memory tasks (e.g., card sorting) (Best, 1992;Moely, et al, 1986). However, there is no evidence that the conscious use of trainable mnemonic strategies affects the development of those underlying, and largely unconscious, memoiy processes and structures that detemiine how everyday experiences interact with prior knowledge and beliefs.…”

Section: Related Research and Theorymentioning

confidence: 99%

The Anatomy of Memory in the Classroom: Understanding How Students Acquire Memory Processes From Classroom Activities in Science and Social Studies Units

Nuthall

2000

American Educational Research Journal

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This article is concerned with understanding how the recall required of students during typical science and social study units might shape the development of their memory. The recall required of students of a visiting speaker's talk in an integrated science and social studies unit on Antarctica is analyzed and related to the context of activities in which it was embedded. It was found that the students' recall exhibited genre-like patterning that could be related to the ways the teacher structured and guided the students' involvement in recall activities and to the interactions between the students themselves. However, the genre analysis failed to account for the continuities and discontinuities in what students recalled in successive classroom activities. An alternative schema-based model of the way students processed their experiences in working memory and created new knowledge in long-term memory was used to explain how students recalled the visiting speaker's talk. In the final section, it is argued that the processes by which students acquire and remember new knowledge are the product of internalizing the genre-like structures they use and experience during classroom recall activities. The implications of this analysis for revising and expanding our views of what students learn from classroom experiences are identified.

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“…Best and Ornstein (1986) speculated that this type of inductive learning is similar to discovery learning in which children develop task solutions without explicit instructions from teachers (e.g., Bruner, 1961; Shulman & Keislar, 1966). Observations in elementary school classrooms indicate that teachers rarely teach memory strategies directly (Moely et al, 1986; Moely et al, 1989), but they often present materials in an organized, categorized fashion. Perhaps frequent exposure to organized information facilitates the detection and use of structure in to-be-remembered materials.…”

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confidence: 99%

Inducing children to generate mnemonic organizational strategies: An examination of long-term retention and materials.

Best

1993

Developmental Psychology

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Whether children's strategy transfer is influenced by prior experience was investigated in a memory context. Specifically, experience with highly related materials was predicted to facilitate subsequent use of organizational strategies and recall of low-associated items. In Experiment 1, 3rd graders induced to use organizational strategies through exposure to categorical materials demonstrated better recall and organization, both immediately and 3-5 days later, than children explicitly trained in strategy use. Experiment 2 examined age-related differences in materials that would induce children to generate organizational strategies on their own. Third graders exposed to categorical materials exhibited better recall and organization of low associates, whereas functional materials facilitated 6th graders' performance. In both experiments, metamemory and simulated teaching instructions mirrored memory performance. Without direct instruction, experience with strongly associated materials induces children independently to discover and use organizational strategies with less-related materials.Previous research has shown that during the school-age years, children become more proficient in using mnemonic techniques that enhance their performance in deliberate recall tasks (e.g., Lange, 1978;Ornstein & Naus, 1978). For example, when asked to sort words into groups to facilitate later recall, older children are more likely than younger ones spontaneously to form meaning-based groups with low-associated items (e.g., Bjorklund, Ornstein, & Haig, 1977). Although younger children may have the associative knowledge to form meaningful groups, they generally do not spontaneously use their knowledge in service of a memory goal as do older children (Bjorklund et al., 1977;Corsale & Ornstein, 1980). \bunger children do, however, sort categorized items into meaningful groups in preparation for recall without explicit instructions to do so when provided with a supportive context (Best & Ornstein, 1986;Corsale, 1978).The contrast between younger children's memory task sorting patterns with low-associated and categorical materials indicates the importance of context in children's memory performance and development (Ornstein, Baker-Ward, & Naus, 1988). Ornstein et al. (1988) have speculated that when younger children are provided with highly supportive contexts or salient

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How do Teachers Teach Memory Skill?

Cited by 12 publications

References 33 publications

Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development.

Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development.

The Anatomy of Memory in the Classroom: Understanding How Students Acquire Memory Processes From Classroom Activities in Science and Social Studies Units

Inducing children to generate mnemonic organizational strategies: An examination of long-term retention and materials.

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